Greenland Convent School follows the CBSE pattern . We believe that
the play-centric model is the key in a young child’s learning.
Spontaneous play is a natural way of learning for young children as it
provides a wide range and real depth of learning in various development
areas: physical, emotional, social and intellectual. We also emphasize
on learning through spontaneous investigation which entails observation,
experimentation and inquiry. Children are natural scientists. They
devote endless amount of energy in learning all aspects of the culture
they are born into- including language, stories, music and literature.
They investigate with all their senses and emerging skills what people
mean; using their discretion to judge when things are appropriate and
when they are not; how to solve their problems; how to deal with their
peers and adults etc. They try to make sense of common objects by prying
into them, taking them apart and manipulating them in a variety of ways.
Appropriate curriculum and teaching methods at the Green Land Convent
School, include activities and encouragement even for kindergartners in
these quests. They feature the importance of individual children’s
feelings and emotions in group settings. Greenland Convent School has
a curriculum that involves a variety and balance of activities .
Children undertake projects in which they investigate a real event or
object. In the course of such projects, the children strengthen literacy
and numerical skills and also speaking and listening skills and acquire
new words as they share their findings with others. In short our
curriculum aims at the holistic development of our children catering to
their academic, physical, emotional and spiritual needs.
The curriculum provides activities that include:
* Integrated topic studies, rather than whole-group instruction in
* Opportunities for children to learn by observing and experimenting
with real objects
* A balance of child- and teacher-initiated activities
* Opportunities for spontaneous play and teacher-facilitated activities
* Group projects in which cooperation can occur naturally
* A range of activities requiring the use of large and small muscles
* Exposure to good literature and music of the children’s own cultures
and of other cultures represented in the class
* Authentic assessment of each child’s developmental progress
* Opportunities for children with diverse backgrounds and developmental
levels to participate in whole-group activities
* Time for individuals or small groups of children to meet with the
teacher for specific help in acquiring basic reading, writing,
mathematical and other skills as needed.